Promoting Global Empathy and Engagement through Real-Time Problem-Based Simulations

Zappile, Tina; Beers, Daniel J.; Raymond, Chad

doi:10.1093/isp/ekv024

Cited by 12 publications

(12 citation statements)

References 28 publications

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“…We argue that there is nothing magical about educational goals or travel occurring in the context of study abroad, especially when experience is privileged over formal study, as in ISL. In fact, Zappile, Beers, and Raymond [17] found that students who engage in "real-time problem-based simulation" can have significant increases in their scores on survey items that measure "global empathy" without ever leaving the classroom. There is reason to question the sometimes hotly asserted difference between students and tourists.…”

Section: Cross-cultural Understanding Is Not a Givenmentioning

confidence: 99%

A Paradigm Shift in International Service-Learning: The Imperative for Reciprocal Learning

2021

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The US-based authors argue that the practice of what we currently call “international service-learning” does not generally achieve its most important goals in the context of the global South, especially those based on the development of mutually beneficial relationships with host communities. The primary impediments to achieving this goal in any interaction between students and vulnerable peoples are: (1) the belief that a student’s reflection on their experience is sufficient, both to evaluate community impact and to promote student learning; (2) the assumption that service always has positive results; and most critically; (3) the concept of service itself. While something new and positive can be created to replace international service-learning, the changes required to do so are so fundamental that the result will be something completely different from the way that international service-learning is conducted today. We argue for the need to reframe international service-learning with a focus on reciprocal learning or risk continuing to function as a neocolonial practice with likely harm to communities and to our students as we engage in practices that reify global inequality.

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Section: Cross-cultural Understanding Is Not a Givenmentioning

confidence: 99%

A Paradigm Shift in International Service-Learning: The Imperative for Reciprocal Learning

2021

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“…One way simulations might increase civic engagement is by increasing awareness of and interest in global challenges or disasters. Zappile, Beers and Raymond (2017) ran simulations in four courses across three campuses related to the situation in post-earthquake Haiti and found that students reported gains in global engagement and increased feelings of global citizenship. In addition, political simulations can increase student interest in the political process.…”

Section: Simulations and Civic Engagementmentioning

confidence: 99%

Political and International Affairs Simulations and Civic Engagement on Campus

Siegel-Stechler

Gee

2020

Preprint

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We use a pre/post survey comparison group design to assess the effectiveness of political simulations on student civic engagement. We find that participation in simulations is associated with an increase in both the number of activities in which students participate and the time they devote to these activities. This suggests an immediate and significant effect of classroom experiences on campus engagement.

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“…Experiential learning is a key component to developing emotional intelligence within organizations (Cherniss et al, 1998) and in provider training programs (Gerdes, Segal, Jackson, & Mullins, 2011). Simulations prove effective in both personal empathy building (Bachen, Hernández-Ramos, & Raphael, 2012; Zappile, Beers, & Raymond, 2016) and teaching about processes in larger social systems, like governments (Sands & Shelton, 2010). Programs like the Oxfam Hunger Banquet, the Paper Bag Game, and Development Monopoly have been used to place participants in role-play environments that illuminate the personal effects of complex social phenomena like poverty and inequality (Ansoms & Geenen, 2012; Davidson, Preez, Gibb, & Nel, 2009; Krain & Shadle, 2006).…”

Section: Building Empathy and Knowledge Through Simulationmentioning

confidence: 99%

“…The small sample size (n=9) of our pilot program is the most important limitation to note, as it was difficult to definitely show effects on participant empathy and knowledge. Moving forward, it would be valuable to not only test the simulation with more participants, but also at multiple sites (e.g., Zappile et al, 2016), perhaps using the consortium model of the Scholarship of Teaching and Learning (Strachan & Bennion, 2016). Additional research is also necessary in order to evaluate the pedagogical trade-offs of altering our presented format and to more thoroughly investigate the impact on participant empathy and knowledge.…”

Section: Limitationsmentioning

confidence: 99%

Between the Patient and Politics – A Ready-to-Use Simulation for Human Service Practitioners

Mallinson¹,

O’Hanlon

2017

Simulation & Gaming

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Background. Caregivers in human services fields operate within a space between their clients and the larger social forces that shape clients’ lives. Empathetic practitioners should learn to identify both personal circumstances and larger systemic forces (e.g., economic inequality) beyond their control that influence patients’ circumstances. Aim. This article presents a novel two-phase simulation that can be beneficial for increasing empathy and policy knowledge among pre-practitioners in a variety of human service fields. Method. We use a mixed-method design to evaluate the impact of a pilot study (n=9) of the simulation. First, pre-, mid-, and post-event surveys are used in conjunction with t-tests to determine changes in overall empathy and knowledge. Second, we use feedback from the first-phase debriefing and end-of-program focus groups to identify emergent themes. Learners role play a state legislator or interest group and must develop legislation to address shortages in physicians and nurses. Result. We found evidence of increased knowledge of the policymaking process and understanding of how politics relates to individual healthcare access challenges. Evidence of gains in empathy were not apparent from the quantitative measures, but were expressed in participant debriefing. Conclusion. The framework presented is flexible enough to adapt and be implemented for a variety of policy problems across a diverse array of human service fields. It shows promise in raising knowledge and potentially empathy.

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Promoting Global Empathy and Engagement through Real-Time Problem-Based Simulations

Cited by 12 publications

References 28 publications

A Paradigm Shift in International Service-Learning: The Imperative for Reciprocal Learning

A Paradigm Shift in International Service-Learning: The Imperative for Reciprocal Learning

Political and International Affairs Simulations and Civic Engagement on Campus

Between the Patient and Politics – A Ready-to-Use Simulation for Human Service Practitioners

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